Course Description: This course introduces students to principles and procedures of designing a business model, forms of ownership, financial concerns, the registration process and other issues surrounding the creation and operation of a small business.
Specific Context of the Teaching and Learning Situation How many students are in the class? 24 is the maximum size Is the course lower division, or upper division? Ideally, I’d like students to take this course in their second year of the program. However, first year students have taken it and been successful. How long and frequent are the class meetings? How will the course be delivered: via live classroom instruction, interactive TV, as an online course, or some combination? I have taught in a two day per week, live classroom format of 2.5 hours each day. I want to change it to a hybrid course of three day per week, live classroom format of 1.5 hours each day with an online 1 hour lab 1 day per week.
Expectations of External Groups What does society at large need and expect, in terms of the education of these students, in general or with regard to this particular subject? A healthy society needs its members to be productive and successful. Understanding the entrepreneurial environment, essential business principles and resources available provides the knowledge base to support success. Do the state or related professional societies have professional accreditation requirements that affect the goals of this learning experience? While there are no professional accreditation requirements pertaining to small businesses in general, they are required to navigate sometimes complex state and federal laws and function in compliance with these guidelines. What curricular goals does the institution or department have that affect this course or program? The departmental goal for this elective course is that it provides the student with knowledge and skills that will integrate well with the other areas of study in their degree program.
NatureofSubject Is this subject matter convergent (working toward a single right answer) or divergent (working toward multiple, equally valid interpretations)? The subject matter involves both types of thinking. Divergent thinking is applicable in the creative and innovative processes that occur in the entrepreneurial environment. However, convergent thinking is often required in the planning and management processes. Is this subject primarily cognitive, or does it include the learning of significant physical skills as well? It is primarily cognitive. Is this field of study relatively stable, in a period of rapid change, or in a situation where competing paradigms are challenging each other? While I would not say that this field of study is undergoing rapid change, I would say that constant change is the nature of entrepreneurial activity. Maintaining competitive advantage requires constant monitoring.
Characteristics of the Learners What is the life situation of the students at the moment: full-time student, part-time working student, family responsibilities, work responsibilities, and the like? There seems to be a mixture of life situations among students. This makes the educational situation both stimulating and challenging. Evaluating the mix on the first day of class can provide the information necessary to help the instructor to make adjustments appropriate to the class dynamic. What life or professional goals do they have that relate to this learning experience? This varies from student to student. Some have a very direct interest and/or desire to start their own business while others have very little, but simply want to better understand the entrepreneurial environment. What are their reasons for enrolling? This also seems to vary. However, this is an elective course for students so most of them have enrolled because they deem this course to be of value. What prior experiences, knowledge, skills, and attitudes do the students have regarding the subject? This varies from student to student. Some have had their own businesses or want to someday; others have watched friends or family members in entrepreneur endeavors. They all have unique perspectives. What are the students’ learning styles? This also varies from student to student.
Characteristics of the Teacher What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the subject of this course? I have worked in the field of Public Accounting for 20 years, advising small businesses and individuals regarding management, tax planning and tax preparation. As a shareholder in a CPA firm, I got first-hand experience with ownership and operation of a small business. Has the teacher taught this subject before, or is this the first time? Yes, I am in the process of teaching this class this quarter. Will this teacher teach this course again in the future, or is this the last time? I will be teaching this class in the future. Does the teacher have a high level of competence and confidence in this subject, or is this on the margins of the teacher’s zone of competence? I have a high level of both competence and confidence with this subject matter. What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the process of teaching? (That is, how much does this teacher know about effective teaching?) While I have had some experience in this area, I consider myself to be a novice.
ADDITONAL QUESTIONS: What is the teaching philosophy of this teacher? I view myself as a guide or facilitator in the students’ learning process. I know that learning is a voluntary action. I cannot force students to learn. My role is to ENGAGE them in the learning process and their role is to be committed to the process. How much does this teacher care about the subject and/or the students? I am passionate about accounting and business. It was my enthusiasm for educating my clients that helped me to realize that teaching was an arena of great satisfaction for me. The idea of helping individuals to tap into unrealized potential is deeply gratifying to me.
Special Pedagogical Challenge What is the special situation in this course that challenges the students and the teacher in the desire to make this a meaningful and important learning experience?
The varied characteristics of the learners, from life situations to prior experiences, knowledge, skills, and attitudes.
SIGNIFICANT LEARNING GOALS FOR SMALL BUSINESS CREATION AND REGISTRATION CLASS
Kinds of Learning
Small Business Creation and Registration
Foundational Knowledge
Remember some terms associated with small business creation, evaluation and management. Understand the key business areas of accounting, finance, marketing, and management as well as the creative aspects of entrepreneurship. Remember some of the main elements of a business plan format. Retain awareness of some of the most important resources available for small businesses.
Application
Analyze, evaluate and manage different key areas of business. Create a business plan using applicable resources. Use a business plan to monitor and guide a business.
Integration
Integrate knowledge from psychology, communication, accounting and other business courses and small business creation/registration. Integrate skills from math courses with small business creation/registration.
Human Dimension
Become more confident in their ability to learn and understand the business world. As a result of their enhanced confidence, increase their interaction in this world.
Caring
Develop an enthusiasm for learning about business. Be eager to share their knowledge with those close to them. Be able to discuss business topics with peers, mentors and supervisors.
Learning How to Learn
Be able to assess their own comprehension of assigned reading material. Understand the need and the benefit of multiple exposures to material in different methods, for example, reading and note taking, lecture/listening and note taking, review of visual aids and application of ideas.
Step 3 Feedback and Assessment Forward-looking Assessment Some of the assessments will include what might be considered to be more backward-looking exercises such as; online self-study quizzes to evaluate reading comprehension and preparation and sharing of discussion questions associated with the textbook material. However, the final project will be the culmination of a sequence of assignments. The final project will be a group portfolio/presentation of a business plan for a concept chosen by the group. The contents will be an accumulation of assignments throughout the course. It will serve as an introduction to their peers, instructor and “potential investors” of their business.
Criteria and Standards The students (in agreement as a class and with the instructor as a facilitator) will set the criteria for each group assignment involving development of a part of the business plan. This will be done after we have had the opportunity to learn about that particular area using different methods. The instructor will create a grading rubric based on the criteria outlined by the students for each part of the business plan. The students will also evaluate each other's participation as a group member in both the group sequential assignments and the final presentation. This evaluation score will be factored into their final course grade.
The components of the total course grade will be as follows: 10% Attendance (1 point for each class day) 35% Assignments Individual 15% (incl. Self-study quizzes) Group – Grade 10% Group – Evaluation 10% 25% Quizzes (In-class Quizzes) 30% Final Project Portfolio 10% Presentation 10% Group – Evaluation 10%
Self Assessment Using the self-developed criteria, each group will evaluate every other groups work and provide feedback via the grading rubric and written comments. The groups will then review feedback on their assignment, evaluate it and make any changes they deem warranted. The assignment will then be turned in to the instructor to receive additional feedback using the same student-developed criteria. The students will also evaluate each other's participation as a group member in both the group sequential assignments and the final presentation.
FIDeLity Feedback Each part of a group’s business plan will be built using the cycle of learning about the topic, self-developed criteria, draft, peer assessment, revision, instructor assessment and revision before final submission. This cycle encourages the students to continue to assess the development of their plan as their foundation of knowledge grows. They may be making changes to the various parts throughout the course. The final presentation will be graded by the instructor and the other groups using a grading rubric provided to the students at the beginning of the course.
Step 4 Teaching and Learning Activities Experiences · Simulation – Create a business plan for a business concept chosen by small group. Reflects a sequence of assignments during the course culminating in a final presentation of the entire plan. (Project-based learning) · Use case studies to analyze and evaluate business problems and formulate solutions in small groups. · Listen to small businesses describe their experiences via DVD videos and internet Youtube videos. · Role playing (the entrepreneur and the mentor) · Brainstorming in small groups · Develop criteria for self and peer assessment Information and Ideas · Read textbook · Course Web site · Review PowerPoint presentation slides · Interactive lecture · Classroom and small group discussion · Demonstration in small groups · Interview entrepreneurs regarding their experiences · Online research · View DVD videos and internet Youtube videos by a variety of sources · Guest speakers
Reflection · Online reading comprehension questions/quizzes · Peer & instructor review of project-based work · Periodic reflective writing inquiring about how the concepts learned in the class have been utilized in other areas of their lives Final Portfolio Project
Course Description: This course introduces students to principles and procedures of designing a business model, forms of ownership, financial concerns, the registration process and other issues surrounding the creation and operation of a small business.
Specific Context of the Teaching and Learning Situation
How many students are in the class? 24 is the maximum size
Is the course lower division, or upper division? Ideally, I’d like students to take this course in their second year of the program. However, first year students have taken it and been successful.
How long and frequent are the class meetings? How will the course be delivered: via live classroom instruction, interactive TV, as an online course, or some combination?
I have taught in a two day per week, live classroom format of 2.5 hours each day. I want to change it to a hybrid course of three day per week, live classroom format of 1.5 hours each day with an online 1 hour lab 1 day per week.
Expectations of External Groups
What does society at large need and expect, in terms of the education of these students, in general or with regard to this particular subject? A healthy society needs its members to be productive and successful. Understanding the entrepreneurial environment, essential business principles and resources available provides the knowledge base to support success.
Do the state or related professional societies have professional accreditation requirements that affect the goals of this learning experience? While there are no professional accreditation requirements pertaining to small businesses in general, they are required to navigate sometimes complex state and federal laws and function in compliance with these guidelines.
What curricular goals does the institution or department have that affect this course or program? The departmental goal for this elective course is that it provides the student with knowledge and skills that will integrate well with the other areas of study in their degree program.
Nature of Subject
Is this subject matter convergent (working toward a single right answer) or divergent (working toward multiple, equally valid interpretations)? The subject matter involves both types of thinking. Divergent thinking is applicable in the creative and innovative processes that occur in the entrepreneurial environment. However, convergent thinking is often required in the planning and management processes.
Is this subject primarily cognitive, or does it include the learning of significant physical skills as well? It is primarily cognitive.
Is this field of study relatively stable, in a period of rapid change, or in a situation where competing paradigms are challenging each other? While I would not say that this field of study is undergoing rapid change, I would say that constant change is the nature of entrepreneurial activity. Maintaining competitive advantage requires constant monitoring.
Characteristics of the Learners
What is the life situation of the students at the moment: full-time student, part-time working student, family responsibilities, work responsibilities, and the like? There seems to be a mixture of life situations among students. This makes the educational situation both stimulating and challenging. Evaluating the mix on the first day of class can provide the information necessary to help the instructor to make adjustments appropriate to the class dynamic.
What life or professional goals do they have that relate to this learning experience? This varies from student to student. Some have a very direct interest and/or desire to start their own business while others have very little, but simply want to better understand the entrepreneurial environment.
What are their reasons for enrolling? This also seems to vary. However, this is an elective course for students so most of them have enrolled because they deem this course to be of value.
What prior experiences, knowledge, skills, and attitudes do the students have regarding the subject? This varies from student to student. Some have had their own businesses or want to someday; others have watched friends or family members in entrepreneur endeavors. They all have unique perspectives.
What are the students’ learning styles? This also varies from student to student.
Characteristics of the Teacher
What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the subject of this course? I have worked in the field of Public Accounting for 20 years, advising small businesses and individuals regarding management, tax planning and tax preparation. As a shareholder in a CPA firm, I got first-hand experience with ownership and operation of a small business.
Has the teacher taught this subject before, or is this the first time? Yes, I am in the process of teaching this class this quarter.
Will this teacher teach this course again in the future, or is this the last time? I will be teaching this class in the future.
Does the teacher have a high level of competence and confidence in this subject, or is this on the margins of the teacher’s zone of competence? I have a high level of both competence and confidence with this subject matter.
What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the process of teaching? (That is, how much does this teacher know about effective teaching?) While I have had some experience in this area, I consider myself to be a novice.
ADDITONAL QUESTIONS:
What is the teaching philosophy of this teacher? I view myself as a guide or facilitator in the students’ learning process. I know that learning is a voluntary action. I cannot force students to learn. My role is to ENGAGE them in the learning process and their role is to be committed to the process.
How much does this teacher care about the subject and/or the students? I am passionate about accounting and business. It was my enthusiasm for educating my clients that helped me to realize that teaching was an arena of great satisfaction for me. The idea of helping individuals to tap into unrealized potential is deeply gratifying to me.
Special Pedagogical Challenge What is the special situation in this course that challenges the students and the teacher in the desire to make this a meaningful and important learning experience?
The varied characteristics of the learners, from life situations to prior experiences, knowledge, skills, and attitudes.
SIGNIFICANT LEARNING GOALS FOR SMALL BUSINESS CREATION AND REGISTRATION CLASS
Step 3 Feedback and Assessment
Forward-looking Assessment
Some of the assessments will include what might be considered to be more backward-looking exercises such as; online self-study quizzes to evaluate reading comprehension and preparation and sharing of discussion questions associated with the textbook material.
However, the final project will be the culmination of a sequence of assignments. The final project will be a group portfolio/presentation of a business plan for a concept chosen by the group. The contents will be an accumulation of assignments throughout the course. It will serve as an introduction to their peers, instructor and “potential investors” of their business.
Criteria and Standards
The students (in agreement as a class and with the instructor as a facilitator) will set the criteria for each group assignment involving development of a part of the business plan. This will be done after we have had the opportunity to learn about that particular area using different methods.
The instructor will create a grading rubric based on the criteria outlined by the students for each part of the business plan.
The students will also evaluate each other's participation as a group member in both the group sequential assignments and the final presentation. This evaluation score will be factored into their final course grade.
The components of the total course grade will be as follows:
10% Attendance (1 point for each class day)
35% Assignments Individual 15% (incl. Self-study quizzes)
Group – Grade 10%
Group – Evaluation 10%
25% Quizzes (In-class Quizzes)
30% Final Project Portfolio 10%
Presentation 10%
Group – Evaluation 10%
Self Assessment
Using the self-developed criteria, each group will evaluate every other groups work and provide feedback via the grading rubric and written comments. The groups will then review feedback on their assignment, evaluate it and make any changes they deem warranted. The assignment will then be turned in to the instructor to receive additional feedback using the same student-developed criteria. The students will also evaluate each other's participation as a group member in both the group sequential assignments and the final presentation.
FIDeLity Feedback
Each part of a group’s business plan will be built using the cycle of learning about the topic, self-developed criteria, draft, peer assessment, revision, instructor assessment and revision before final submission. This cycle encourages the students to continue to assess the development of their plan as their foundation of knowledge grows. They may be making changes to the various parts throughout the course. The final presentation will be graded by the instructor and the other groups using a grading rubric provided to the students at the beginning of the course.
Step 4 Teaching and Learning Activities
Experiences
· Simulation – Create a business plan for a business concept chosen by small group. Reflects a sequence of assignments during the course culminating in a final presentation of the entire plan. (Project-based learning)
· Use case studies to analyze and evaluate business problems and formulate solutions in small groups.
· Listen to small businesses describe their experiences via DVD videos and internet Youtube videos.
· Role playing (the entrepreneur and the mentor)
· Brainstorming in small groups
· Develop criteria for self and peer assessment
Information and Ideas
· Read textbook
· Course Web site
· Review PowerPoint presentation slides
· Interactive lecture
· Classroom and small group discussion
· Demonstration in small groups
· Interview entrepreneurs regarding their experiences
· Online research
· View DVD videos and internet Youtube videos by a variety of sources
· Guest speakers
Reflection
· Online reading comprehension questions/quizzes
· Peer & instructor review of project-based work
· Periodic reflective writing inquiring about how the concepts learned in the class have been utilized in other areas of their lives
Final Portfolio Project
Fink Step 5
Fink Step 5 Deidre (2).docx